Abstract
Article: Testicular Phantom Use in Sonography Education: Bridging the Classroom and Clinical Experience
Authors: Yosefa J. Pessin, MS, RDMS, RDCS, RVT, and Jason Tang-Simmons, BS, RDMS
Category: Other [OT]
Credit: 0.5 SDMS CME Credit
Objectives: After studying the article entitled “Testicular Phantom Use in Sonography Education: Bridging the Classroom and Clinical Experience,” you will be able to:
Describe the advantages for providing simulation-based training as part of sonography education
Describe the experiences of students using a testicular phantom as part of their education
Describe the benefits and limitations for using a phantom to provide training in testicular sonography
Which of the following is a primary reason why simulations can be a powerful teaching tool for the health professions? Instructors can gather large amounts of information needed to provide detailed feedback at the end of the entire workshop. Simulation training is required by most professional accrediting bodies. Students benefit most by watching an instructor complete a task using the simulator. Training can be conducted in a safe environment without penalty, risk, or consequence of errors.
What type of student learner will benefit most from simulation training? Auditory learner Kinesthetic learner Read-write learner Visual learner
Prior to participating in this training workshop, what was the experience level of students in testicular sonograms? All students had performed at least one testicular sonogram. No student had seen more than 10 testicular sonograms performed. Some students indicated seeing as many as 15 testicular sonograms. The most testicular sonograms performed by any of the students was five.
Which of the following barriers may be addressed through training with a testicular phantom? Faculty investment is reduced as faculty do not have to be as involved in the training process. Student confidence for prepping a patient for this sensitive exam can be increased in a risk-free environment. The study did find any evidence to support the use of simulation-based training for this exam. Using a phantom provides opportunity for patient-centered training.
A limitation in using a testicular phantom for training is Lack of overall student interest in simulated training No evidence that the training increases student skills Poor quality of imaging compared to real patients The inability to observe vascular perfusion
Footnotes